STUDENTS’ ATTITUDES TOWARD THE USE OF MOBILE APPLICATIONS FOR VOCABULARY LEARNING AT MAN 1 JEMBER

Isnaini, Fatma Nur (2026) STUDENTS’ ATTITUDES TOWARD THE USE OF MOBILE APPLICATIONS FOR VOCABULARY LEARNING AT MAN 1 JEMBER. Undergraduate thesis, UIN KH. Achmad Siddiq Jember.

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Abstract

Fatma Nur Isnaini, 2026: Students’ Attitudes Toward the Use of Mobile Applications for Vocabulary Learning at MAN 1 Jember

Keywords: Students’ attitudes, Mobile applications, Vocabulary learning

This study investigated the attitudes of tenth-grade students at MAN 1 Jember toward the use of mobile applications for English vocabulary learning. Although numerous studies have examined mobile applications in vocabulary learning, limited research has explored students’ attitudes and experiences in Indonesian Islamic senior high schools through an in-depth qualitative perspective. Therefore, this study aimed to examine students’ attitudes, learning experiences, and perceptions of the effects of mobile applications on vocabulary learning.

This study employed a qualitative case study design. The participants were six students from class X-KTR-1 selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document review, and analyzed using the interactive model of Miles, Huberman, and Saldaña. Data validity was ensured through method and source triangulation.

The findings revealed that students generally held positive attitudes toward mobile applications, perceiving them as practical, flexible, and engaging learning tools. Students reported that features such as quizzes, games, audio pronunciation, and repetition exercises increased their motivation and participation in vocabulary learning. They also believed that mobile applications improved their vocabulary knowledge, pronunciation, confidence, and independent learning habits. However, several challenges were identified, including unstable internet connectivity,
distractions from non-educational applications, and overreliance on translation features.

In conclusion, mobile applications were perceived as beneficial tools that supported vocabulary development and fostered learner autonomy among students at MAN 1 Jember. Pedagogically, the findings suggest that English teachers should integrate mobile applications into vocabulary instruction in a purposeful and guided manner to promote learner autonomy, enhance student engagement, and support
vocabulary development while minimizing potential distractions.

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